I.

Lesson Number, Grade Levels, Title, and Duration:

Lesson: 5
Grade: 9th
Title: Window into Your Subconscious
Duration: Four 50 minute class periods

II. Lesson Rationale:

This final lesson utilizes the skills, techniques, concepts, learned in previous lessons. Students
will create a final watercolor painting that incorporates the content of their dream journal. This
lesson helps the students to work with all of the elements and principles of design in order to
create a successful artwork. Students encompass the particular elements of color, texture and
form for their final work. This lesson will teach the students to apply their thumbnail sketches
onto a larger scale. By transferring their ideas onto a larger paper, the student will have an
opportunity to use creative problem solving skills to achieve a certain goal for their artwork.
Through this lesson, students will learn a new critique technique that has each student tell a
story about a classmates artwork. This technique demonstrates how each person interprets art
differently and brings their own understandings and histories to the table. The students will see
that while artist's intent is important, other interpretations are possible and can help the artist
grow.

III. Key Concepts:

Dreams tell a story.

IV. Essential Question:

What stories do your dreams tell?
How can you depict your dreams in an artwork?

V. Lesson Objectives:
Students will be able to create a watercolor painting that incorporates a story based on
their own dreams by integrating elements, themes, symbols, and even characters found in the
dream journal. This painting will be assessed by how the students incorporated the ideas in their
dream journal.

Students will be able to incorporate watercolor skills into their artwork learned in
previous lessons by creating a watercolor painting that includes a number of these techniques
including texture and wet-on-wet techniques. This artwork will be assessed by the students use
of learned techniques as reflected in their painting.

Students will be able to incorporate one or a combination of the three styles,

expressionism, abstract, or realism into their final artwork by using elements of the chosen
style/s in the painting. This final artwork will be assessed by the students ability to include one
particular or a combination styles in their artwork.
 Students will be able to interpret fellow students artworks by creating a story based on
what the student sees while participating in a class critique. This objective will be based on
participation and creative engagement of the story provided by the student.

VI. Specific Art Content:

Composition, Principles of Design, Watercolor skills, Thumbnail Sketches, Meaning, Reflection,
Criticism, Art Content, Storytelling

VII. Resources & Materials for Teacher:

Past student work
Teacher Example

VIII. Resources & Materials for Students:

Pencils
Watercolor paper in various sizes - 8X11inch 12X18inch
Watercolors - palette and liquid
Paint brushes
Water
Paper towels
Preliminary drawing/sketch
Dream Journal - filled in with writings and sketches
Acrylic Paint
Salt
Epsom salt
Rubbing alcohol
Plastic
Blow dryers
Crayons/markers/colored pencils
Cups
Painters tape

IX. Instruction and Its Sequencing:

Day 1
1. Introduction/Motivation:
Students will have the first 10-15 minutes of class to finish up their three thumbnail sketches
or decide which of the three they would like to use. If the student is unsatisfied with their three
thumbnails, they can take this time to create another. Instructor will meet with students who
have not gotten their ideas approved.
2. Guided Practice
Students will get their choice of size in watercolor and begin to think about how they
want to sketch or paint their thumbnail sketches onto the larger paper. Instructor will discuss the
best ways to get a small thumbnail on to a large paper, these include lightly sketching the
thumbnail sketch onto the larger paper to get an idea of where everything will go. This helps the
student to visualize the composition before any paint has been applied to the surface. Another
way is to get the same size paper, draw the details out on that page and use it as a close
reference. This way the students avoids any unnecessary pencil marks on the paper if they do
not plan to incorporate pencil. What method do you plan to use? WHat will work best or what
you want your final piece to look like? How does the thumbnail change once it is on the larger
paper?
3. Independent Practice
Students will begin transferring their thumbnail sketches to their final painting with
whatever method they choose.
4. Closure
Allow the students to work until the last 10 minutes of class. We will come together and
reflect on the process. Remind students that they are allowed to use other media, but watercolor
must be a predominant feature in the artwork.
5. Formative Evaluation
Instructor will provide feedback to those who need it as the instructor walks around the
room monitoring the students. If a student needs more help or reteaching, the instructor will
provide one on one help to those who need it. Students should have the thumbnail sketches
ready to work from after the first 15 minutes of class, if students seem to be struggling, the
instructor will provide a demo or show examples of thumbnail sketches.
6. Classroom Management Procedures
Students will understand the painting rules and be expected to take care of their one
watercolor paper. The thumbnail sketch should be transferred and some of the students should
begin to paint or work on mixed media areas before the day is over.

Day 2
1. Introduction/Motivation:
Students will gather needed watercolor supplies and begin to paint, any colors are open to
use.
2. Guided Practice
Students will be reminded of watercolor techniques, starting out with a wash and building
up from there. Remind the students not to use too much water or the paper will begin to
disintegrate.
3. Independent Practice
Students will use proper watercolor techniques when needed. The students will also
begin to incorporate textures learned in the previous lessons.
4. Closure
At the end of the day students will conduct a gallery walk to see the process other
classmates are using in their artworks. Students can talk amongst themselves to see what
techniques a classmate may have used that they want to incorporate into their work.
5. Formative Evaluation
Instructor will check for understanding by watching the students as they are painting.
Instructor will be able to suggest techniques for students to use. If a student needs more
practice, they will be given another demo or talked with about what they need to focus on.
6. Classroom Management Procedures
 Students will know by this point the rules for painting.

Day 3
1. Introduction/Motivation:
Students will gather their materials from designated spots in the classroom. Students will
conduct another gallery walk, pay attention to how the images have changed from last class.
What do you notice?
2. Guided Practice
Students will begin to paint and work on their paintings; remind students this is the last
full day to work. Begin to build up colors and darks in the watercolor, use the hair dryers to dry
layers of the artwork; do not use large amounts of water
How will I help students practice the new knowledge to make it their own? List any reflective
questions here.
3. Independent Practice
Students will use materials appropriately and work diligently with class time.
4. Closure
Students will gather to the front of the room and participate in a short reflection about the
project so far, what struggles have you faced? How have you dealt with those struggles? How
are you feeling about the project?
5. Formative Evaluation
Instructor will engage students in a discussion about process and if another day is
needed to complete the work, the instructor will provide time for the students to create a
successful piece.
6. Classroom Management Procedures
Students will know by this point the rules for painting.

Day 4
1. Introduction/Motivation:
Students will use the first 15 minutes of class to add the finishing touches onto their work.
2. Guided Practice
Instructor will present the students with the idea of critique, but this time the class will be
using critique differently. Rather than using it to say what you like or suggest improvements to a
piece, each student will create a narrative for a partner's image. It does not have to be the same
narrative that the artist intended. Give your own interpretation of the artwork, but it needs to
make sense.
3. Independent Practice
Students will be partnered up, they will look at their partners artwork and begin to create
a story that correlates to the image. Students will be given 15-20 minutes to do this.
4. Closure
Each pair will share their stories with the class. After everyone shares class discussion
will be had about the unit. What did you learn about yourself when tracking your dreams in your
dream journal? How did you like/dislike using your dreams to create an art piece?
5. Formative Evaluation
 Instructor will be checking for understanding with students when they are creating
stories. See what each student is thinking and gauge how the class is doing. If they are
struggling, do an example with a previous student work to show the class.
6. Classroom Management Procedures
Conversations will be about the artwork in front of them. If student pairs finish early they
will be asked to create a sketch of another character or object that could live in this world.

X. Summative Assessment and Evaluation:

What do I want to know?
If the student planned their artwork by creating thumbnail sketches that contained the subject
matter and style
If the student used the watercolor techniques learned in previous lessons efficiently to create a
successful artwork
If the artwork has a direct correlation to themes or ideas in the students dream journal
If the student recognized the three styles, realism, abstract, and expressionism, presented and
incorporated at least one into their artwork
If the student participated in the critique process
How will I know it?
By looking at the artwork to analyze these criteria and determining the levels of participation in
critique
How will I record it?
In a rubric

Criteria Superb Excellent Great Lets Try Again!

10-8 7-6 5-4 3-0

Content Student has a strong Student has some of Student has little Student did not
connection to their the content in the content of dream correspond to dream
dreams as dream journal journal incorporated journal/dream
documented in the incorporated in the into the final journal is empty
dream journal, the final artwork, artwork, no tangible
final art piece has a creates a narrative narrative is seen in
clear concept of in the work the work
narrative
Process Student created Student created the Student did not Student has no
several thumbnail three required create all three evidence of a
sketches, showed an thumbnail sketches, thumbnail sketches, process, no
awareness of the showed an showed a slim thumbnail sketches
elements and awareness of a understanding of the created
principles of design; majority of the elements and used a
chose color scheme elements and small amount of
carefully, used space principles of design space to create the
effectively work

Techniques Student incorporated Student Student incorporated Student did not use
multiple watercolor incorporated some a few of the any of the
techniques in the of the learned watercolor watercolor
painting, these watercolor techniques, techniques
techniques can be techniques, placements are not
seen clearly techniques could clear
have been utilized
more efficiently

Style Student has a Student Student incorporated Artwork has no

concrete style or incorporated a style a bit of a style into concrete style or
mix of styles for the into the work, these the work elements of any
artwork. These elements can be particular style
styles are easily identified
identified and
executed with
precision

Critique Student happily Student was glad to Student complied Student did not
participated in participate in with participation in participate in the
critique and told a in critique, told a critique, told a very critique process,
depth story with surface story about short story that provided no story for
details that directly the artwork with a lacked correlation to partners artwork
correlated to their few details that details from their
partners artwork correlated to the partners artwork
artwork

Final number X 2 = _________

XI. Interdisciplinary Connections:

Language arts - narrative, writing, analyzing
Science - Watercolor techniques, dreams
XII. References & Resources:

XIII. Art TEKS

b) Introduction.
(1) & (2)

(c) Knowledge and skills.

(1) Foundations: observation and perception. The student develops and expands visual
literacy skills using critical thinking, imagination, and the senses to observe and explore the
world by learning about, understanding, and applying the elements of art, principles of design,
and expressive qualities. The student uses what the student sees, knows, and has experienced
as sources for examining, understanding, and creating original artwork. The student is expected
to:
(B) identify and understand the elements of art, including line, shape, color,
texture, form, space, and value, as the fundamentals of art in personal artwork;
(C) identify and understand the principles of design, including emphasis,
repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in
personal artwork; and
(D) make judgments about the expressive properties such as content, meaning,
message, and metaphor of artwork using art vocabulary accurately.

(2) Creative expression. The student communicates ideas through original artwork using
a variety of media with appropriate skills. The student expresses thoughts and ideas creatively
while challenging the imagination, fostering reflective thinking, and developing disciplined effort
and progressive problem-solving skills. The student is expected to:
(A) use visual solutions to create original artwork by problem solving through
direct observation, original sources, experiences, narrations, and imagination;
(B) communicate a variety of applications for design solutions;
(D) create original artwork to communicate thoughts, feelings, ideas, or
impressions;
(F) demonstrate effective use of art media and tools in drawing, painting,
printmaking, sculpture, ceramics, fiber art, design, and digital art and media.

(3) Historical and cultural relevance. The student demonstrates an understanding of art
history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The
student develops global awareness and respect for the traditions and contributions of diverse
cultures. The student is expected to:
A) compare and contrast historical and contemporary styles while identifying
general themes and trends;
(B) describe general characteristics in artwork from a variety of cultures, which
might also include personal identity and heritage;
 (4) Critical evaluation and response. The student responds to and analyzes the artworks
of self and others, contributing to the development of the lifelong skills of making informed
judgments and reasoned evaluations. The student is expected to:
(A) interpret, evaluate, and justify artistic decisions in artwork by self, peers, and
other artists such as that in museums, local galleries, art exhibits, and websites;
(B) evaluate and analyze artwork using a verbal or written method of critique
such as describing the artwork, analyzing the way it is organized, interpreting the artist's
intention, and evaluating the success of the artwork;

XIV. National Art Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Anchor Standard 2: Organize and develop artistic ideas and work.
Anchor Standard 3: Refine and complete artistic work.
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Anchor Standard 8: Interpret intent and meaning in artistic work.
Anchor Standard 9: Apply criteria to evaluate artistic work.
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context
to deepen understanding.